Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name:
Ayers

Course/Grade:
Grade 10 English II World Literature

Week of:

Unit Name:

04/20 04/24

The Old Man and the Sea Conclusion

(1A)*Essential

Question(s):
(1A/1B) Connections (prior/future learning):
What similarities and differences do we share in the
Students will access prior experience analyzing literature.
way we live with the two main characters of the novel?
How would you describe Hemingways writing style?
(1A) Common Core/State Standards:
RL.9-10; W.9-10; SL.910
(1E) Other considerations (modifications,
(1D) Resources/Materials:
accommodations, acceleration, ELL, etc.
Novel: The Old Man and the Sea
All accommodations and modifications indicated in
student IEPs will be followed. Any needs of ELL
Novel: The Bluest Eye
students (modification of assignment length,
modification of assignment complexity, modification of
source reading, etc.) will be implemented.
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?
Daily: direct observation
This Week: direct observation/reading notes/Socratic dialogue
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

MONDAY

Reading: Through page 32 in The Bluest

Eye by Toni Morrison (for Thursday).
Learning Target: Students will improve their skills in
speaking and listening. They will show their learning by
participating in a Socratic dialogue.
(1C)

(1F)Embedded Formative Assessment: written notes/oral

discussion
(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

Do Now: Please take out your notes, text and

opening question, and prepare to share your opening
question with the class.
(1C)

This dialogue will cover the entire book, The Old Man
and the Sea. This assignment has been rolled over
from last Friday due to interruption from the Day of
Silence.
TUESDAY
(1C) Learning Target:
(1C) Do Now:
PARCC TESTING

(1F)Embedded Formative Assessment:

(1B)Closing Activity:

WEDNESDAY
(1C) Learning Target:
(1C) Do Now:
PARCC TESTING
THURSDAY
(1C) Learning Target: Students will better understand
how to generate quality notes in preparation for a
Socratic dialogue. They will show their learning through
oral discussion and reading notes.
(1C) Do Now: What is your method for creating notes
prior to a Socratic dialogue?
In class we will view examples of quality notes generated
by students in preparation for Socratic dialogues.
Students will engage in oral discussion on this topic and
then generate their own notes in preparation for
tomorrows dialogue.
FRIDAY
(1C) Learning Target: Students will improve their skills
in speaking and listening. They will show their learning
by participating in a Socratic dialogue.
Do Now: Please take out your notes, text and
opening question, and prepare to share your opening
question with the class.
(1C)

(1F)Embedded Formative Assessment:

(1B)Closing Activity:

(1F)Embedded Formative Assessment: oral

discussion/reading notes
(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

(1F)Embedded Formative Assessment: written notes/oral

discussion
(1B)Closing Activity: As a whole class, we will discuss
what we learned today and how we will use these skills
in the future.

This dialogue will cover the first 32 pages of The Bluest

Eye by Toni Morrison.
*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

Formative Assessment includes, but is not limited to:

Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.